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Abstract
Iterative geometric solids are commonly drawn by children as a single side; drawings of non-iterative geometric solids usually show several sides. How will children draw a cube, bearing different designs on each side? Intact classes, 524 children, grades K through 5, were randomly assigned to draw a plain or designed cube. Three judges categorized drawings as showing (a) only one side, (b) a square encompassing more than one side, (c) two or more separated sides, (d) two or more sides, some joined, (e) two or more sides, all joined, (f) unsuccessful attempt at spatial depth or perspective, or (g) reasonably accurate perspective. At all grade levels the plain cube was represented as a square with far greater frequency than was the designed cube. The modal category for the entire sample was “3,” two or more sides showing with all sides separated. Perspective drawings, attempted and achieved, were more frequent for the plain cube.
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Notes on contributors
Hilda Present Lewis
Hilda Present Lewis is a Professor in the Department of Elementary Education.